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VICTORIA PARK
GRANVILLE ROAD
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VICTORIA PARK ROAD
RAILWAY STATIONUNIVERSITY OF
LEICESTER
STONEYGATE ROADTO NORTHAMPTON
TO OADBY
Grammar School58 Stoneygate RoadLeicesterLE2 2BNTel: (0116) 2706667
Preparatory School194 London RoadLeicesterLE2 1NDTel: (0116) 2554441
Sixth Form College140 Regent RoadLeicesterLE1 7PATel: (0116) 2554441
M1
M1
M69 A47
A6
A6
A607
OADBY
NOTTINGHAMLOUGHBOROUGH
SYSTON
LONDON
LEICESTER
A47
STONEYGATE
prospectprospectus
LEICESTER MONTESSORIPREPARATORY &
GRAMMAR SCHOOL
Leicester Montessori Rainbow Nursery1096 Melton RoadSystonLeicesterLE7 2HATel: (0116) 2607933
Leicester Montessori Baby Unit & Nursery137 Loughborough RoadLeicesterLE4 5LQTel: (0116) 2610022
Leicester Montessori Baby Unit & Nursery190 London RoadLeicesterLE2 1NDTel: (0116) 2554442
The Leicester Montessori Grammar School occupies a single, secure, well-equipped site in the quiet city suberb of Stoneygate, Leicester. The children enjoy a full range of academic facilities within the campus,
while sports facilities are made available off-site.
In broad terms, the objectives of the Leicester Montessori Grammar School are to:● Provide a happy, caring and secure environment● Provide a wide, challenging curriculum, in order that all children can realise their full potential● Provide opportunities which enable the children to develop their individual talents● Promote the self-esteem, independence and social skills of each child● Promote high standards of behaviour and self-discipline● Provide equal opportunities for each child in all aspects of school life● Involve parents and develop a positive image for the school in the wider community● Provide a purposeful, organised atmosphere whereby everyone’s contribution is valued
Many of the attitudes that have been fostered earlier during the Upper Preparatory years are extended and exploited as the learning experience broadens. As formal grading of tests and essays begins, children will learn to refine the demands they make upon themselves. Success and effort are recognised and rewarded by the ‘Merit-Mark’ scheme and appointment to House Captain or Prefect.
Introduction
• M A G N A N I M U S E S T O • S I C P A R V I S M A G N A •
The Grammar School
• M A G N A N I M U S E S T O • S I C P A R V I S M A G N A •
The Montessori ideal is that enthusiasm and discipline should become a personal trait to be applied to both work and recreation and that they might often become indistinguishable.
If a student’s interest is sparked, hard work becomes engrossing study. Only then is excellence within the grasp of every student.
A full education will rec-ognise that ‘Life Skills’ are as important as academic achievement.
Practical experience under-pins formal learning.
Group activities encourage a sense of community at an early age.
‘The essence of independence is to be able to do something for one’s self. A child works in order to grow, and is working to
create the adult, the person that is to be.’ - Maria Montessori
82
The Leicester Montessori Grammar School occupies a single, secure, well-equipped site in the quiet city suberb of Stoneygate, Leicester. The children enjoy a full range of academic facilities within the campus,
while sports facilities are made available off-site.
In broad terms, the objectives of the Leicester Montessori Grammar School are to:● Provide a happy, caring and secure environment● Provide a wide, challenging curriculum, in order that all children can realise their full potential● Provide opportunities which enable the children to develop their individual talents● Promote the self-esteem, independence and social skills of each child● Promote high standards of behaviour and self-discipline● Provide equal opportunities for each child in all aspects of school life● Involve parents and develop a positive image for the school in the wider community● Provide a purposeful, organised atmosphere whereby everyone’s contribution is valued
Many of the attitudes that have been fostered earlier during the Upper Preparatory years are extended and exploited as the learning experience broadens. As formal grading of tests and essays begins, children will learn to refine the demands they make upon themselves. Success and effort are recognised and rewarded by the ‘Merit-Mark’ scheme and appointment to House Captain or Prefect.
Introduction
Core Subjects and the National CurriculumWhilst adhering to the Key Stage struc-ture, it is the opinion of the School that the aim of the education of a young child is twofold - it should prepare the stu-dent for rigorous study of well-defined academic subject areas, whilst allow-ing broader development of personal interests and talents. The prominence of English language and Mathematics is maintained, with the expectation that these skills will ease study across the entire curriculum.
EnglishThe development of fluency in English language is paramount. All areas of lan-guage development are taught: Grammar,
vocabulary, essay-planning, original crea-tive writing, and so on. The children are also encouraged to read well-chosen mate-rial, and to analyse and criticise the work of established writers. Oral skills are devel-oped through reading and performing play
scripts.MathematicsThe emphasis, at this stage, is on number work. The basic skills of arithme-tic are taught, and extended to such ideas as factors, per-centages, scientific notation, financial budgeting and so on. Mental arithmetic and manual calculation are given emphasis over the use of the cal-culator. Algebra and functions are intro-duced finally in preparation for the start of the GCSE course.ScienceScience is presented in the spirit of inves-tigation, and with the curiosity of the explorer. It is not yet divided into the clas-sic scientific disciplines of physics, chem-istry and biology, and so these can all be visited alternately in a theme-based setting. The aim of the class is to foster in the chil-dren a sense of excitement about coming to understand, for the first time, aspects of the natural world whilst, at the same time, they will become prepared for formal teach-
ing later. This playful, though systematic, introduction to the Sciences concludes with the recognition of Physics, Chemistry and Biology as distinct subjects with individual character and content.Information TechnologyIT is taught in the Computer suite. Net-worked PCs enable individuals to work on a structured schedule of study. Pupils have their own work storage area in the system. Supervised Internet access is provided, and made available as a facility to support research across the curriculum. The soft-ware used enables the pupils to access the full range of ‘ICT’ skills required to meet National Curriculum expectations. This involves them in processing and communi-cating information through the use of stand-ard software applications (as used in the
Curriculum
• M A G N A N I M U S E S T O • S I C P A R V I S M A G N A •
The Grammar School
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“The essential thing is for any activity to arouse such an interest that it engages the pupil’s whole personality”. Dr. Maria Montessori.
At the Leicester Montessori Preparatory School, we offer a caring, progressive environment for children aged from 3 to 6 years, stand-
ing amidst, and supported by, the Nurseries, Grammar School and Sixth Form College. The Preparatory School is a co-educational day school which provides its pupils with an excellent academic environment, enhanced by Montessori teaching methods while maintaining traditional educational values.
The Preparatory School is situated in South-Central Leicester, overlooking the Victoria Park. We offer a full pre-school teaching curriculum, and introduce children to the routine of classroom study gently and with an emphasis on learning through play and explora-tion. At the same time, teachers ensure that the core themes of language development and number work are at the centre of each child’s academic development in these early years. A place in the Preparatory School is the natural progression from our Nursery School. Similarly, it prepares the children for progress to the Upper Preparatory and Grammar School at age 6.
The School, which runs independently with regard to its day-to-day routine, also enjoys access to the facilities offered by our other schools, and participates in all of the annual Leicester Montessori School events such as Sports Days and the Christmas Production.
• M A G N A N I M U S E S T O • S I C P A R V I S M A G N A •
Outward-bound excursions allow children to experience a range of activities with an emphasis on safety and exploration.
The Preparatory School
Introduction
The full and varied academic program incorporates:
• A phonic-based reading program• Children’s literature• Spelling• English Language and vocabulary• Mathematics• Science• History• Health and safety• Physical education and games• Visual arts• Music and choir practice
• Sports and games • Drama
• Foreign languages• Computer instruction.
The children of the Preparatory School spend the majority of their day with their class teacher. Children experience a rich and varied pro-gram, tailored to each individual’s learning style and nurturing their own unique gifts. The School is equipped with a computer room, music room, and a safe outside play-area. Specialist lessons such as music and foreign lan-guages are delivered by skilled tutors. The classrooms are vertically grouped with a low s t u - dent to teacher ratio, allowing students to receive maxi- mum personal attention.
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L E I C E S T E R M O N T E S S O R I G R A M M A R S C H O O L
Unlike any school in the Midlands, our Schools operate on a Four Term system. This means that our pupils attend classes throughout the year with the exception of Bank Holidays, Easter and a week during the Christmas break. We remain open between the three traditional terms and during the summer in a fourth term. Parents may take their children on holiday at any time during the year (commonly for 2-3 weeks during the summer term and another 2-3 weeks total at other times) but we ask that pupils should not be absent during the three term core dates unless it is unavoidable.
The Academic Year
While maintaining a warm, playful Montessori environment, life at the Leicester Montessori Preparatory School is progressive and forward-thinking. The influence of the Grammar
School ensures that academic excellence is pursued. It was for Preparatory schoolchildren that the Montessori methods were developed, and they are used creatively by our enthusi-astic, qualified teachers. The School provides a wonderful environment in which a child can both learn academically and develop his or her own unique character. Montessori equipment is used extensively while teachers guide learn-ing activities of both the class and the individual child. Preparatory School classes are small, stable groups that encourage a feeling of security that helps the children to sustain concentration more easily than a larger classroom setting would allow.We find that, in agreement with Montessori theories, children benefit immeasurably from this pre-school experience. Upon entry to the Grammar School, they are more eager and better able to absorb the material offered by subject teachers and, as a result, progress more quickly than would otherwise be
t h e case. At the same time, Mon-tessori children are typically more relaxed socially and more articulate in adult com-pany. Children of different age-groups are encouraged to interact, resulting in a natural development of courtesy and care for each other.The Preparatory School believes that the educational and personal development of a child is a partnership between the School, the parents and the child. As such, parts of a child’s day-to-day schooling require the co-operation of the parents. It
is important that the School maintain meaningful communication with parents in order to ensure the well-being of the child. Time in the evenings must be made available to the child to complete small amounts of homework or preparation for such things as costume performances or theme days.The maintenance of school discipline also requires the support of parents. We believe that only through this collaberation can a child receive coherent and effective guidance.
Preparatory School children wear the prescribed Leicester Montessori School uniform, details of which can be found enclosed.The uniform provides a solidarity between all of the children, and encourages respect and a desire to represent the School, and therefore themselves, with pride and dignity.
School Uniform
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Communication Skills and CourtesyEffective social interaction is encouraged by the maintenance of high standards of courtesy from children as they interact with teachers and with each other. Behaviour is monitored during recreational periods as well as in the classroom, without being oppressive or inhibiting the children’s self-expression.
Health and SafetyThe development of ‘common sense’ and instinctive regard for personal safety is recognised as a crucial part of the educa-tion of a young child. Teachers take every opportunity to demonstrate awareness of hazards and instruct the children in these areas throughout the school day.The Leicester Montessori School is strong academically, and achieves impressive results at all age levels. At the root of this success is the size of the classes. Even by Independent Sector standards, class num-bers are very small. At the time of writing, for example, the average class size in the age range between 5 and 11 is between 12
and 15 children. In comparison, the present government has undertaken to reduce set sizes for younger children to 30 or less in
the state sector over the next few years. At GCSE and in the Sixth Form, class sizes are smaller still, because of the different options open to the students. The conse-quence is that the children receive individ-ual attention, and can develop at their own optimal pace.The government’s White Paper on educa-tion (1997) concedes that “Research evi-dence shows the importance of class size. Smaller classes mean teachers can spend more time identifying each child’s individ-ual needs and difficulties”. At The Leices-ter Montessori School, teachers do not have to teach at the pace of the ‘average’ pupil and each individual child can be coaxed towards the achievement of his or her own potential. Children who accelerate through the curriculum are helped and encouraged to excel, and a student of ‘A’ grade potential is expected to fulfil such potential. Equally, the school is extremely proud of the success of its less able students.
The school opens to receive children at 8am, and formal lesson time ends at 3:30pm. They may remain after this time in the charge of the School for recreational activities and clubs, to be collected by 5:30pm when the School closes. Children
spend most of their school day with their form teacher, who will be the first point of contact for the parent. There are seven lesson periods per day, although it will be only occasionally that the children venture to a classroom other than their own form, to visit specialist teach-ers for subjects such as Information Tech-
nology and foreign languages. This gives an opportunity for the children to become more independent, whilst retaining the security and stability of the single-class environ-ment. The children are served a nutritious snack at mid-morning breaktime, a hot lunch, and a light snack at mid-afternoon.
Language DevelopmentCommunication skills are crucial to the educational development of the child. Both spoken and written English are taught in an involving, project-based, uncompro-mising manner.Assessment is made of each child’s progress, such that standards are maintained at this critical stage in development and any language development problems are identi-fied quickly. Vocabulary is broadened and a
Class Size
The School Day
• M A G N A N I M U S E S T O • S I C P A R V I S M A G N A •
As a natural progression from the Preparatory School, children graduate to the larger campus that also accommodates the Grammar School in Stoneygate, Leicester.
In this way, children are introduced to a more formal academic setting, whilst a protective environment is maintained. Not only does this allow them to benefit from the facilities of the Grammar School and the experience of its teachers, it eases the transition to Grammar school education later. Through their individual class teacher, all children are monitored and assessed continuously, in cooperation and consultation with all staff by whom they are taught.
This, we believe, is the most crucial period of an individual’s personal development. It is important that children of this age be placed into an environment in which they are shown kindness, warmth, self-control and humility - in short, one in which they can feel secure, productive and happy. Pupils who are happy at school try hard; if they try hard, then they succeed, and if they succeed then their self-esteem rises and success comes more easily. Our aim is to nurture your children into becoming confident and able students.
Introduction
The Upper Preparatory School
6
respect for grammatical correctness is fos-tered at an early age in order to discourage the development of poor English vocabu-lary and speech.
MathematicsThe Numeracy Strategy is the agreed policy that forms the basis for the teaching of Math-ematics. Mathematics teaching is teacher- led with support work selected from the
Montessori apparatus, at a level appropri-ate to each group. Investigations and prob-lem solving tasks are incorporated, and the children are encouraged to talk about their Mathematics. They have opportunities to use calculators and computers to aid their learning. Teachers aim to provide activities to stimulate the children and encourage them to achieve their potential with regard to Mathematics. Numeracy progress is mon-itored through school-based tests and indi-vidual assessment.The children are exposed to many distinct subjects and learning experiences at an early age. It has been found that progress is improved later in life if the first experiences of a subject are pleasant and playful. Chil-dren are allowed the opportunity to enjoy exploring these areas for the first time, and to develop a fondness for many aspects of
what will later become formal study.The core subjects of English and Maths are supported by a various complement of sub-jects and recreational activities throughout the day, while communication skills and mathematics are revisited as appropriate, as the children perform their daily routine.More explorative activities are also offered. Art classes help children learn to express themselves visually and freely, encourag-ing observation and sensitivity to aesthet-ics as well as form and function. Music and singing classes help recognise talent at an early stage, while offering all children the chance to become familiar with musical instruments. Playground games and sports provide a way for children to compete play-fully, while allowing them to learn how to support each other through cooperation.Other ‘life skills’ are also developed. Reg-ular swimming lessons, working toward awards and certificates, are given formally once per week. LAMDA drama and speech classes form a part of the timetable. These help the children to become more confident before an audience. London examinations are taken annually with excellent results.
HomeworkHomework is required from all students. The children are encouraged to take respon-sibility for their own independent study, and to form the discipline that will serve them well later in their academic lives. They are given timetables that indicate not only the subjects to be set for particular evenings, but also the approximate amount of time to be devoted to them.
IT and Computer ResourcesInformation and Communications Tech-nology (ICT) is now an integral part of our lives. The school recognises that ICT is becoming more central to the educational process as technology advances. In response to this, there is a spacious, new ICT depart-ment, well-equipped with networked com-puters to ensure that students need not share or be constrained in computer access. Each year-group throughout the school has at least two ICT lessons per week, all Gram-mar School pupils may be prepared for RSA and CLAIT qualifications and GCSE options are available to those students who are deemed to be ready to study at this level.
Curriculum
Transition to the Grammar SchoolIntegration with our other schools - a coherent education
It is the aim of the Schools that a smooth path through the child’s educational development be created by allowing the transition between schools to be as seamless as possible. A com-monality between campuses of both staff and students encourages prior familiarity with the next stage of education as pupils progress. Rather than becoming fearful of the change to a new educational environment, children are often eager to embrace a Grammar School for which they are already prepared.
Their prior exposure to a formal timetable of lessons lends great advantage to the children as they enter the Grammar school and its struc-tured environment. They will be familiar with the staff whose lessons they will attend, and who are now able to introduce them to more specific material that will, perhaps in short order, lead to a formal examination grade at GCSE or Certificate of Achievement.
Another of the many benefits of continuous progress between schools is the consistency of contact between teachers and parents, and between one teacher and another as a child passes from class to class. The small size of the teaching and tutor groups allows staff to maintain close monitoring of the young stu-dents, effective communication of assessment and continued progress of each child.
L E I C E S T E R M O N T E S S O R I G R A M M A R S C H O O L 7
The Promotion of the Child as an IndividualA strong theme of the Montessori Method is that a child should be encouraged to develop according to his or her individual aptitudes and interests. Although, study in a broad sense is by no means neglected, a child’s talents are allowed to flourish only if they are recognised by carers and given the freedom to explore. Teachers maintain dis-cipline whilst remaining careful that a child is not stifled in his natural desire to explore and experiment. The school extends these Montessori principles in its treatment of older children, whilst maintaining focus on formal academic study.
ExcursionsResidential visits are included in the School curriculum as part of the personal and social development of pupils. It is during such visits that pupils become more acutely aware of their environment and their social responsibilities.The School DayThe school opens to receive students at 8am, with registration at 8:40am. The day is com-posed of eight lessons, each of 40 minutes’ duration. ‘Double lessons’ are allocated to core subjects, and to other when appropriate
and where the timetable permits. Balanced and nutritious, hot food is served for lunch, and a snack is prepared for both morning and afternoon break-time.The academic day ends at 3:40pm, although the school will accommodate children until 5:30pm. Extra-curricular ActivitiesAfter-school clubs are recreational, offer-ing a varied range of activities to groups of up to a dozen children. These will often exploit the individual talents of staff mem-bers, such as skill with the guitar or the use of video equipment to record a ‘video diary’. Weekly Tae Kwon-Do sessions extend the school day to 7pm for those children who wish to participate. The School also partici-pates successfully in many regional sports tournaments.Information ResourcesAccess to computers is available before and after school with technical assistance avail-able for all students. The entire school is networked with computers in almost all teaching rooms and offices. This network is connected by broadband to the Internet. The school can offer advice and technical help with regard to managing a computer and Internet connection safely at home. When helpful, we invite groups of parents to a presentation on the benefits to a child of a computer in the home, with sound advice regarding measures to ensure the child’s complete safety when using the Internet.SATsChildren aged 7, 11 and 14 (Key Stages 1, 2 and 3 respectively) take National Curricu-lum tests, also known as SATs - (Standard Assessment Tests). Taken at schools across England and Wales, the tests aim to meas-ure children’s level of attainment in the
core subjects. The 7 year-olds are tested in English and Mathematics, while the 11 and 14-year-olds are tested in English, Math-ematics and Science.Academic AccelerationThe application of the Montessori approach encourages an attitude of exploration that engenders learning as a natural process. This allows a child’s unique, natural pace of progress to be accommodated and it is not unusual to find that this pace is much greater than that attempted by orthodox teaching methods. At this junior level, the progress of the children can be such that they are entered for the national Key Stage Two tests a year early, in Year 5, having previously secured results well above the national average at infant level. In turn, this enables the Middle School children to take the key stage three tests a year early, in Year 8. The great advantage of this aca-demic strategy is that it permits students to take three years over their GCSE courses, from Years 9 to Years 11, or to make an early start at A Level subjects.
Preparation for GCSEThe varied learning experiences offered by the Grammar School form a strong foundation upon which to base formal GCSE study. Children will often be familiar with material contained in a subject syllabus, allowing a subject teacher the opportu-nity to reinforce and extend these ideas as a class is prepared for examinations. This can result in a more thorough deliv-ery of material at this important stage in a student’s education. The orthodox age at which a child begins GCSE study is 14 years. However, The Leicester Mon-tessori School is happy for a student to begin these studies as soon as they are ready to do so. Recently, for example, we have had students achieve ‘A*’ in GCSE Mathematics by the age of ten, and Grade ‘A’ in A Level Mathematics at the age of just twelve.
• M A G N A N I M U S E S T O • S I C P A R V I S M A G N A •8
workplace), ‘logo’ for mathematics and various paint and image-process-ing packages. A broad grounding is given in Information Systems and the design principles of networks and the internet, supported by a quali-fied programmer and systems engi-neer. Children work towards the RSA examinations, and much of the theory tested at GCSE level can be covered in advance of GCSE classes.HumanitiesTaught as a joint subject, Humanities develops an awareness of both physi-cal and human geography and history. This study is augmented by field trips and visits from experts in relevant subjects. Classes are project-based, explor-ing themes such as The Water Cycle, The Dinosaurs and The First World War. Of pri-mary importance is that children develop an understanding of present events in a proper historical context and a respect for knowl-edge of the history and geography that have generated the world in which they live.Foreign LanguagesFrench and Spanish are taught to all chil-dren. It has been shown that these early years are the most fertile time of language development. French and Spanish are taught both in preparation for formal GCSE study and to provide a chance for the children to enjoy the subjects in a creative environment. Whilst they gain an introduction to the lan-guages themselves, they also learn about the customs and culture that define these coun-tries, thus broadening their knowledge of Europe.Religious EducationIt is important that students should appreci-ate the ideologies that define disparate reli-gions. Without an understanding of these issues, it is impossible to understand the actions of different peoples throughout the world, or be sensitive to the beliefs of others. Many different religions are introduced to the children, with an emphasis on tolerance and respect.Music and DramaPresented as a recreational subject, Music and Drama encourage the development of self-confidence and self-expression from an early age. Each year, the groups work toward the Christmas Production, which is always an impressive occasion at which parents can enjoy the performances of all the children. Lessons in such instruments as piano, guitar and flute are also available.ArtArt classes are an opportunity to explore self-expression through visual and physi-cal media. Painting, sketching, cartooning and many other media are all visited, and the work of classic artists and styles are pre-sented and studied. The School has a good relationship with the City Gallery, where our
students have exhibited their work on sev-eral occasions. A particular achievement of the Art Department is its skill in Set Design and construction in support of the Christmas production each year.Developing creativity and curiosityThough unquantifiable, curiosity and creativ-ity are the personal qualities that will moti-vate and enable a successful student. The desire to research, understand and learn is then followed by the urge to express this understanding on paper. The nurturing of these characteristics is, by far, the most worthwhile goal of any teacher.
L E I C E S T E R M O N T E S S O R I G R A M M A R S C H O O L
Sports and RecreationThe School encourages full participation in a wide range of sports. Team sports at Montessori are played to a very high standard with professional coach-ing in all areas. The school plays Association football, cricket, basketball, netball, hockey in their respective county leagues, as well as holding its own inter-house tournaments. The school also nurtures individual talent with strong links to Leicester City Football and Leicestershire County Cricket clubs. Swim-ming is also taught to all pupils, and the school runs its own team, which takes part in the Leicestershire County Swimming Gala.The school Sports Day is also a prestigious day on the Montessori sports calendar. The School enters a team to a large chess tournament, and has achieved pleasing results from members who are significantly younger than other competitors.
Summer SchoolPart of the Fourth term is devoted to themed Summer School activities, and is attended by both our own and external students who wish to use the summer weeks productively. Those studying towards examinations are given the chance to maintain their regular lesson sched-ule, whilst others can enjoy a structured set of experiences that will enhance their formal study in an enjoyable and memorable way. Summer School activities include Space Week, Bike Week, Drama and Media Week at Central TV studios, Young Inventors Week.
Above - The Grammar School organises a trip to a foreign country at least once per year. Locations have incuded Rome (pictured), Barcelona and Paris. Below - The Grammar School introduces students to the discipline required for GCSE study.
9
The Leicester Montessori School was founded in 1990, and offers full independent educational facili-
ties to children and students, from age 3 months to Uni-versity entry. The school is co-educational. The Nurseries, Preparatory School, Upper Preparatory School (5-8yrs), Grammar School (8-14) and GCSE and Sixth Form College (14-18) are treated as parts of an integrated whole, to the benefit of all. We are proud to offer a structured educational path to our students, with the intention of instilling enthusiasm for academic progress in all subject areas, whilst at the same time, exploring their individual talents and interests.The School maintains an expectation of the highest standards from its teaching staff, carers and auxiliary staff, as well as from the students themselves. We occupy a large campus of six self-contained facilities, each of which enjoys the support of the rest of the Leicester Montessori group.The Schools have achieved outstanding success in their personal and academic development of children and young adults, many of who have benefited from individual tuition and academic acceleration to achieve exceptional results at an early age, or have gained pleasing results with us that they might not have expected elsewhere.
I am happy to know that you have an interest in our School. I hope that you find this prospectus to be informative, and that you might wish to explore further the opportunities we can offer to your child. Please accept my invitation to contact the Admissions Officer to arrange to view the School by appointment.
L E I C E S T E R M O N T E S S O R I S C H O O LL E I C E S T E R M O N T E S S O R I G R A M M A R S C H O O L
ForewordIntroduction from the Head Teacher
‘Education is the kindling of a flame, not thefilling of a vessel.’ -Einstein
Montessori environments for infants, and classrooms from preschool through high school, are based on
a different philosophy of education in com-parison to that experienced by most of us. Rather than beginning with a school/society-dic-tated set of lessons, the Montessori “guide” (as the teacher is usually called) builds on the natu-ral human tendencies toward exploration, hard work, creativity, and communication, to create a learning environment which feeds the evolving passions of the children. When the environment meets all of the needs of children, they become, without any manipu-lation by the adult, physically healthy, mentally and psychologically fulfilled, and extremely well educated. In the following quote, Dr. Montessori speaks of the first Casa del Bambini (Children’s House) in Rome, illustrating her important dis-covery, the core of all Montessori work today: ‘When the children had completed an absorbing piece of work, they appeared rested and deeply pleased. They exhibited a great affabil-ity to everyone, put themselves out to help others and seemed full of good will.’ Today, there are research projects of all kinds being carried out on the results of a Montessori education. As children progress through
true Montessori preschools (3-6), primary, secondary, and high schools, they become progressively more independent and respon-sible in action and thought. They move out into society and become thoughtful and responsible adults. Often, they develop such excel-lent study habits that they surpass the level of the curriculum of tra-ditional schools.
The Montessori Teaching Method
10
The Leicester Montessori School was founded in 1990, and offers full independent educational facili-
ties to children and students, from age 3 months to Uni-versity entry. The school is co-educational. The Nurseries, Preparatory School, Upper Preparatory School (5-8yrs), Grammar School (8-14) and GCSE and Sixth Form College (14-18) are treated as parts of an integrated whole, to the benefit of all. We are proud to offer a structured educational path to our students, with the intention of instilling enthusiasm for academic progress in all subject areas, whilst at the same time, exploring their individual talents and interests.The School maintains an expectation of the highest standards from its teaching staff, carers and auxiliary staff, as well as from the students themselves. We occupy a large campus of six self-contained facilities, each of which enjoys the support of the rest of the Leicester Montessori group.The Schools have achieved outstanding success in their personal and academic development of children and young adults, many of who have benefited from individual tuition and academic acceleration to achieve exceptional results at an early age, or have gained pleasing results with us that they might not have expected elsewhere.
I am happy to know that you have an interest in our School. I hope that you find this prospectus to be informative, and that you might wish to explore further the opportunities we can offer to your child. Please accept my invitation to contact the Admissions Officer to arrange to view the School by appointment.
L E I C E S T E R M O N T E S S O R I S C H O O LL E I C E S T E R M O N T E S S O R I G R A M M A R S C H O O L
ForewordIntroduction from the Head Teacher
eMail: [email protected] web: www.lmgs.co.uk
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, by any means, electronic, mechanical, photostatic, or otherwise, without the prior permission of the Leicester Montessori School.
VICTORIA PARK
GRANVILLE ROAD
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VICTORIA PARK ROAD
RAILWAY STATIONUNIVERSITY OF
LEICESTER
STONEYGATE ROADTO NORTHAMPTON
TO OADBY
Grammar School58 Stoneygate RoadLeicesterLE2 2BNTel: (0116) 2706667
Preparatory School194 London RoadLeicesterLE2 1NDTel: (0116) 2554441
Sixth Form College140 Regent RoadLeicesterLE1 7PATel: (0116) 2554441
M1
M1
M69 A47
A6
A6
A607
OADBY
NOTTINGHAMLOUGHBOROUGH
SYSTON
LONDON
LEICESTER
A47
STONEYGATE
prospectprospectus
LEICESTER MONTESSORIPREPARATORY &
GRAMMAR SCHOOL
Leicester Montessori Rainbow Nursery1096 Melton RoadSystonLeicesterLE7 2HATel: (0116) 2607933
Leicester Montessori Baby Unit & Nursery137 Loughborough RoadLeicesterLE4 5LQTel: (0116) 2610022
Leicester Montessori Baby Unit & Nursery190 London RoadLeicesterLE2 1NDTel: (0116) 2554442
